I found this to be true. However, when I see that a student has done poor on a written test, I take them aside and ask if they understood the question or any other problem that had in doing the test. Usually when this is done in private the student will state that they are having learning issues.
In the past, I have asked the student to meet with me and we sit down to discuss what I can do to help. We talk about what has helped the student in the past and what we can do to make them successful. I meet with them outside of class so they are more willing to talk to me and they do not feel embarrassed.
What I usually do tell a story to the students on the first day of class about how I was able to help a student with their disability during a past class. This lets them know that I am serious when I say to them that I want to know about your disability and I want to help. I find that students are more likley to approach me and discuss the problem on day one instead of finding out about it in the last week of class.
One on one instruction can indeed be miraculous, especially in English composition courses. That's true for all students in this context, not just those with identified learning disabilities.
One major learning disability is the tendency of students to tune out group instruction, saying to themselves that it doesn't apply. They often don't recognize a problem, even if I've marked it on their papers and explained it with their (anonymous) examples in class, until the two of us are sitting down together and I'm pointing to the problematic passage in the paper.
Hi Julie!
Very good recommendations! It sounds like you have experience in dealing with students with learning challenges.
Keep up the good work!
Jane Davis
ED106 Facilitator
A one-on-one discussion with the students is helpful. With today's assistance program in all colleges and universities, a student with learning disabilities is more apt to speak openly with her/his instructor about the learning challenges that they have experienced. Due to the ADA, students feel more comfortable speaking about their challenges. In addition, schools have an ADA program to help educate their instructors on how the ADA student can be accommodated. Giving additional time to complete an assignment is on the top of the accommodation list. If a student has a comprehension problem, the one-on-one discussion will help the instructor better understand how to accommodate her/his student. Strategies besides allowing additional time to complete the assignments can include, seating arrangements (closer to the board), tape recording, larger print of handouts, and an opportunity to provide perhaps 30 minutes of quality time to go over the lesson plan once again.
allow extra time to assist the student in processing the information
understanding the students learning disability to help tailor the information and class work to meet the individuals needs
I agree learning about your students disabilities and taking time to cover the material after or before class is very helpful for the student,but also teachs you how to reconize future students disabilities with out them having to admit it.
I found by having them use a reader, they seem to do better on quizzes.Also a notetaker in classes helps for some students. Sometimes just a different setting also helps them concentrate better and therefore do better on the assignments.
Hi Kimberly!
Being sensitive to students' learning needs whether learning disabled or not is an important skill that all instructors/facilitators should possess.
Keep up the good work!
Jane Davis
ED106 Facilitator
Giving the student more time.
I believe that just letting the students know that you are there for them and have time for them helps them alot. When the student feels comfortable they ask more questions and I as an instructor can help them be successfull.
Thomas,
Of course, theoretically what you say is valid. However, taking the time to analyze each student's needs, to design strategies for each, and to implement accommodations to address the "special" needs of each and every student is an impossible task.
How can one teacher address the "special" needs of over 100 students at a time? Yes, all students are unique, but we must work within the confines of our current educational system. Targeting students with learning disabilities ensures that they are not lost in the crowd.
I have found that for studetns with ADHD/ADD, keeping them focused on the topic is very important. I make them think before they answer, do not allow anyone else to say anything that will break their concentration, etc.
When working with students with learning disabilities, I have learned that having them come in earlier for private tutorials with me aides them in succeeding in class. There are less distractions and less fear of embarassment when asking questions.
Key for any strategy must be with the student declaring a disability and then it is the school responsibility to try to develop a strategy to allow that person the opportunity to learn. Once you have this knowledge then strategies can be developed to individualize or modify approaches.
It may be just a simple adjustment of a tape recoder or video-taping your presentation for review later as this course describes.
My question is.... how can you tell a student REALLY has a diability or are they using it as an excuse?
Hi Wook! Thanks so much for your comments! You mention some excellent strategies; quick quetion, do you ever have students critique their own work?
Jay Hollowell
ED106 Guest Co-Facilitator
Hi Gregg, thanks so much for the quote! I have not heard that before and it sure sets the stage for good communication dynamics.
Jay
ED106 Guest Co-Facilitator
